Use-With-Intent: principled ASRT choices in EAP by Laura Richards

My research and resources

llclf — 2026-03-08 21:18:18 UTC

Cheatsheet for lecturers and students

llclf — 2026-03-08 21:19:35 UTC

Workshop slides

llclf — 2026-03-08 21:21:12 UTC

Your feedback on the workshop :)

llclf — 2026-03-08 21:21:32 UTC

Relevant podcast episodes

llclf — 2026-03-09 10:59:18 UTC

Translanguaging: https://rss.com/podcasts/allthingseap/1893483/

Machine translation and Generative AI:

https://rss.com/podcasts/allthingseap/1599871/

TELSIG: Has machine translation killed conversation?

https://www.podbean.com/ew/pb-g3svq-1aa28ff

Group 1

2026-05-06 09:46:37 UTC

(Working with students) Scenario A: Lecture Capture (high volume speech). We discussed making sure there is a suite of lectures built in and provide different guardrails for each. Following this, students are encouraged to reflect and engage their metacoginition as to where ASRT is useful for their learning. Eg: first lecture use without limit. Second lecture try first part without ASRT then more conceptually difficult parts with (and Vice Versa) Third without. We then encourage them to decide on the purpose for ASRT rather than using it as default. This may be different for different individuals. Encourage criticality in usage, etc.

2026-05-06 09:51:34 UTC

LUBS

Lecturers noticing students use of ASRT within sessions (Lectures & seminar), mixed feelings on this (if it helps great vs concerns around students language/listening competencies). One lecturer noticed that outcomes for assessments this year seem weaker/lower than previous years and has conflated that with the increased/noticeable use of ASRT.

Group 2

2026-05-06 09:52:51 UTC

If we spend time scaffolding seminar / groupwork activities it takes away from time spent on content

2026-05-06 09:58:36 UTC

Scenario would be a digital workshop. Staff are concerned that students do not understand the task instructions. (They have also found that the machine transcription and translation does not always result in students being on-task either.) The micro-routine could be for the students to decide their understanding of the task instructions first and to explain that understanding (negotiating with the group and, where necessary, the tutor). The students will then have the translations to go back to for reference but with meaning already established.

School of Music

2026-05-06 10:29:19 UTC

Lecturers raised issues around use of ASRT and machine translation more generally in seminars and tutorials a couple of years ago. Their main concerns are that they impede communication with lecturers and other students. Also, that students are hear in an EMI context and so English should be the language of communication.

This is also in a wider context of concern over to what extent students should be communicating in English rather than their L2 when others in the group don't share the L2. Not just lecturers but also students share these concerns.

The School has developed an 'international students project' that aims to bring students from all language backgrounds together through social activities and discussion forums. One of the outcomes is a series of guides to support staff to better manage intercultural and linguistic expectations. This year there has been a staff-student collaboration on producing a guide for incoming students which aims to share cultural and linguistic practices in the School. One of the students has given advice about the use of ASRT, specifically telling them to give it up for a couple of weeks, because they will probably find they can get on ok without it!

Staff guide on use of ASRT & other digital tools

2026-05-06 10:44:30 UTC

If anyone is interested this is a Sway I co-created with Hyunah Cho (School of Music) and Martin Ward (Faculty Academic Lead for Global Campus Experience) last year. Some of it may need updating, but it does have some scenarios with advice for lecturers. Use of technology to support academic communication